初中英语人教新目标 (Go for it) 版七年级下册Section B表格教学设计

展开

这是一份初中英语人教新目标 (Go for it) 版七年级下册Section B表格教学设计，共7页。教案主要包含了教学目标，教学重点和难点，教学过程等内容，欢迎下载使用。

课文标题：	Unit 7 It’s raining! Section B 2a-2c
单元名称：	Unit 7 It’s raining!
教材版本：	Go for it!
授课年级：	七年级

二、教学目标
语言知识		1. 能理解并运用下列词汇(Curriculum words) weather, rain, snow, park, message, problem, Canada, summer, juice, vacation, Europe, mountain, country, winter, cook, could, visit, sit, skate, windy, cloudy, sunny, snowy, rainy, bad, dry, cold, hot, warm, Russian, back, again, soon, hard, him 2. 能正确使用以下表达（Useful expressions） take a message, call sb. back, on vacation, right now, nothing much, say “hi” to 3. 能正确使用现在进行时态（Present progressive tense） I’m having a great time visiting my aunt in Canada. Are you studying hard, or are you having fun? A: What are you doing? B: I’m playing basketball with some friends at the park. A: What’s he doing? B: He’s studying at his friend’s home. 4. 能用how引导的问句表达问候（How questions） A: How’s the weather in Boston? B: It’s windy. A: How’s it going? B: Not bad, thanks. A: How’s your summer vacation going? B: Great!
语言技能		1. 能够在听前根据图片预测听力内容（Be able to predict by pictures before listening） 2. 能够根据听到的语句识别句子（Be able to recognize what they have heard and check them） 3. 能够听懂并参与谈论天气的对话（Be able to understand conversations about weather） 4. 能根据阅读语篇内容构建思维导图
情感态度		1. 鼓励学生通过互联网搜索天气预报，关心与我们紧密联系的天气状况，以及如何在不同天气下如何应对，培养学生具有一定的环保意识、责任意识和关爱他人之心，达到人与自然的和谐。 2. 鼓励学生通过互联网搜索了解异域风情，了解其他国家同中国的气候差别，以及天气话题在英美和中国的文化差异。
学习策略		1. 能够借助图片或者文字信息在读前进行预测。 2. 能够对所学内容进行复习整理和归纳。
文化意识		初步了解谈论天气是“闲谈”（small talk）中一项重要内容，“闲谈”是让交际顺利进行的一个重要策略。了解世界各地不同天气及人们进行的不同活动，感受地域差异。
三、教学重点和难点
重点		1. 学生能够灵活运用所学有关天气的词汇来描述天气。 2. 学生能够描述在不同的天气情况中人们正在做的事情。 3．学生能够根据教师提供的阅读策略阅读明信片文体并从中获取所需信息。
难点		1. 现在进行时中助动词be和动词-ing的正确使用 2. 现在进行时的另一用法，即表示一段时间内正在进行的动作或状态。
四、教学过程（含教案）
课时			Period 3		课型	阅读课
教学内容			Section B 2a-2c
教学目标	语言知识		1.能够灵活运用灵活运用有关天气的词汇来描述天气。 2.能够使用现在进行时态描述在不同的天气情况中人们正在做的事情。
	语言技能		1.能够根据听到的语句识别句子。 2. 能够听懂谈论动物的对话。 3.能够谈论自己喜爱的天气并给出理由。
	情感态度		1.培养学生自觉保护环境的意识。 2.能在小组活动中积极与他人合作，发扬协作精神。
教学重点			1. 学生能够灵活运用所学有关天气的词汇来描述天气。 2. 学生能够描述在不同的天气情况中人们正在做的事情。 3．学生能够根据教师提供的阅读策略阅读明信片文体并从中获取所需信息。
教学难点			现在进行时中助动词be和动词-ing的正确使用学生如何根据教师提供的阅读策略阅读明信片文体并从中获取所需信息。解决办法设计了有梯度的教学环节，通过认知角度的变化及任务形式的不同来调动学生的学习愿望，掌握重点，解决难点，实现能力目标的要求。
教学方法			情景教学法、游戏教学法、任务教学法
教学过程				学生活动			设计意图
Step 1 Greeting. Greet the students as usual.				1. Greet the teacher. 2. Be prepared for the class.			使学生进入学习状态，引起学习兴趣。
Step 2 Lead-in 1. Guide the students to watch the video, and pay attention to the weather. It’s also a small game. 2. Present videos/pictures of different weather and people are doing different things in the pictures .				All the students watch the video and one of them click the button according to the video. Students work in pairs to talk about the weather and what people are doing in the pictures.			引出话题。复习目标语言。
Step 3 Pre-reading 1. Present the new words: visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountain, country 2. 2a Ask students to look at the screen and talk about the pictures (in 2a) with a partner. Make a model to the Ss. S1: How's the weather in picture a? S2: It's sunny and warm. S1: What's the girl doing? S2: She's sitting near the pool and drinking some juice.				Look at the pictures of new words on screen and learn the new words. Students work in pairs and talk about the pictures. How’s the weather? What are the people doing?			通过图片教授新单词。通过两人一组对话巩固目标语言并未接下来的阅读活动做准备。
Step 4 While-reading 1. Fast Reading Read the postcards in 2b and math each postcard with the correct picture in 2a. Then check the answers. 2. Careful reading: Read the first postcard again and find the answers to these questions. ① Where is Su Lin now? ② What is Su Lin studying here? ③ Is she visiting some of his old friends there? ④ What’s she doing right now? ⑤ How’s the weather there? Read the second postcard again and find the answers to these questions. ① Where is Dave now? ② What are Dave and his family doing there? ③ Are they having a good time? ④ How’s the weather there? ⑤ How’s the weather in Jane’s country? Then check the answers in class.				Students read the postcards quickly and match the postcard the correct picture. Then check the answers with partner. Students read the postcards and try to find the answers to the questions. Then check the answers in groups of four.			能够根据文中关键内容迅速找出与之相符的图片。让学生与同桌先核对再全班核对。能够根据文中细节内容迅速找出与问题的答案。让学生先在四人小组内核对再全班核对。
Step 5 Post-reading 1. Read the postcards again and fill in the chart with the information from the postcards in 2b. Read the postcards and underline the sentences with “be V-ing” and “weather”. Ask students to pay attention to the three parts of the postcards.  Greening  Main part (what you are doing and how you feel)  Closing Play the recording and let the students read the postcards after the recording.				Read the postcards and finish 2b. Read the postcards and underline the target languages. pay attention to the three parts of the postcards and find them out. Read after the recording.			通过完成2c梳理文章的重要信息，并未下面一个任务做好铺垫。引起学生对目标语言的关注并且梳理出相关句型为下次课的写作表达做准备。引起学生对明信片文体的关注，为下次课的写作表达做准备。通过模仿跟读学习目标语言及语音语调。
Step 6 Homework 跟读磁带熟读阅读材料至少三遍。 2. 抄写并熟记文中的新单词及短语，挑选其中三个单词或短语造句。 3. （选做）找一张你度假时照的照片，写一篇小短文向你的同学们介绍一下当时你度假的情况。包括以下内容如下：  在何地度假  天气情况  你们正在进行的活动  你对假期的感受				Take notes of the homework.			记忆所学词汇短语和目标语言，应用目标语言，为下一节课的做准备。
板书设计
Unit 7 It’s raining!
课后反思